Effects of Effects ofEffects of Effects of Marine Cartoon Marine Cartoon Marine Cartoon Marine Cartoon Viewing BehaviorViewing Behavior Viewing BehaviorViewing Behavior Viewing Behavior Viewing Behavior Viewing Behavior vs. vs. Marine Science Literacy and Marine Education Learning Interests for Elementary School Students

• Main Authors: Yang, Huei-Lin, 楊慧琳
• Other Authors: Chang, Cheng-Chieh
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/80221234704649532178

碩士 === 國立臺灣海洋大學 === 教育研究所 === 102 === This study aimed to investigate the influence of marine cartoons on higher-grade elementary school students in regard to marine science literacy and interest in learning about the ocean. The study used random cluster samplingfrom seven administrative regions in Keelung City, applying stratified sampling among 48 public elementary schools and 984 higher-grade elementary school students and an effective sample of 906 individuals.Using questionnaires and interviews as the research instruments, the data were subject to T-tests, one-way ANOVA,Pearson product-moment correlation coefficients and other methods. Research results are shown in the following: I.In regard to marine science literacy 1.In a marine science literacy questionnaire for schoolchildren, the average correct answer rate was 58%. 2.Boys scored significantly higher than girls in regard to marine science literacy. 3.Sixth graders scored significantly higher than fifth graders in regard to marine science literacy. 4.Schoolchildren who had experienced visiting marine-related venues saw marine science literacy scores that were significantly higher than schoolchildren who had "never visited." 5.Schoolchildren who enjoyed visiting marine-related venues saw marine science literacy scores higher than schoolchildren who "didn't enjoy" such visits. 6.In regard to the "enjoy marine cartoons" variable, no significant difference was seen in performance for marine science literacy scores. 7.Schoolchildren who frequently watch marine cartoons witnessed higher marine science literacy scores than schoolchildren who "rarely watch" such cartoons. II.In regard to interest shown in marine education 1.In a matrix assessing schoolchildren's interest in learning about the ocean, the marine recreation dimension was highest, followed by the marine science dimension. Marine society constituted the lowest dimension. However, the overall average dimension witnessed a mean result of 3 or higher. 2.Girls expressed stronger interest in learning about marine recreation than boys. 3.Fifth graders expressed a stronger interest in learning about marine recreation than sixth graders. 4.Schoolchildren who had experienced visiting marine-related venues saw their overall marine learning interest measurement scalesscore significantly higher than schoolchildren who had "never visited." IV 5.Schoolchildren who enjoyed visiting marine-related venuessaw their overall marine learning interest measurement scales score significantly higher than schoolchildren who "didn't enjoy" such visits. 6.Schoolchildren who enjoy marine-related cartoons saw their overall marine learning interest measurement scales score significantly higher than schoolchildren who "don't enjoy" such cartoons. 7.Schoolchildren who frequently watch marine cartoons saw their overall marine learning interest measurement scales score significantly higher than schoolchildren who "rarely" watch such cartoons. III.The relationship between marine science literacy and interest shown in marine education Elementary school children demonstrated a significantly low positive correlation between marine science literacy on the one hand and interest shown in marine education on the other. Based on the above results, the researchers draw conclusions and provideteaching suggestions for the reference of marine educators, as well as research recommendations for future researchers. Keyword: marine cartoon, marine science literacy, marine education learning interests